You read two unseen literary prose texts (ones you have not studied) from the 20th or 21st century. At least one is fiction, such as an extract from a novel; the other may be literary non-fiction, such as a memoir. You answer four reading questions, then write one piece of creative writing from a choice of two tasks.
The board calls these its assessment objectives. Each question tests one or more of them.
AO1
Find information and ideas, whether they are stated outright or only hinted at, and bring together evidence from different texts.
AO2
Explain how writers use language and structure to affect readers, using subject terms to back up your points.
AO3
Compare the ideas and viewpoints of two writers, and how each one gets them across.
AO4
Judge texts critically: weigh up how well, and how far, they do something, and back your view with quotations.
AO5
Write clearly, effectively and imaginatively for your audience and purpose, in a fitting tone, style and register (how formal you sound), with your ideas organised so the piece holds together.
AO6
Write accurately: spell and punctuate correctly, and vary your vocabulary and sentences.
Section A: Reading meaning and effects40 marks
Four questions on the two texts in the Reading Insert (the booklet that holds the texts), building from short answers to a long answer on both texts.
Question 1
Finding information
4 marksAO1About 5 min
What it asks
Short questions on a set of lines from one text (Text 1 in the papers checked). The 4 marks are split into parts that change from paper to paper: you may be asked to pick out words or phrases, or to say briefly what something shows or why something happens.
What earns marks
One mark for each correct answer, up to the marks shown for each part.
Words or phrases copied accurately from the named lines when a part asks for them.
A short answer in your own words when a part asks what something shows or why.
What to avoid
Packing several possible answers into one long quotation: an overloaded answer line can score nothing.
Using lines outside the ones named.
Spending more than a few minutes here: it is worth 4 of the 80 marks.
Tip: Give exactly the number of answers asked for, one per line, each as short as it can be while still making sense.
Explain how the writer uses language and structure in a short section of one text (Text 1 in the papers checked) to create the effect the question names, using subject terms such as verb, simile or short sentence.
What earns marks
Two or three well-chosen quotations from the given lines, each with its effect explained.
Something on structure as well as language, for example how the order of events or the length of sentences builds a feeling.
Accurate subject terms that help your explanation.
What each level looks like
Top level first.
Level
Marks
What an answer at this level does
Level 6
6
Analyses language and structure in consistent depth and with subtlety. The terms are exact and strengthen each point.
Level 5
5
Analyses with insight, giving language and structure fairly even, detailed attention, with terms that fit naturally.
Level 4
4
Explains with understanding what both the language and the structure do, though one may get more attention than the other.
Level 3
3
Explains some effects clearly and mentions both language and structure, though not both fully.
Level 2
2
Notices some features, but tends to say much more about either language or structure than the other, and mostly names features without explaining what they do.
Level 1
1
Describes or retells the lines, with little sense of how the writer creates the effect and few or no subject terms.
What to avoid
Writing as much as you would for Question 3: this one is worth half as much.
Naming techniques without saying what they do.
Ignoring structure.
Tip: Two short paragraphs can be enough: one on a couple of word choices and one on how the lines are built or ordered.
Explore how the writer of the other text (Text 2 in the papers checked) presents something the question names, such as a character's feelings or attitude, by looking closely at the language and structure of the lines given. Use subject terms where they help.
What earns marks
Comments on both language and structure: the higher levels expect detailed, fairly balanced analysis of the two.
Short quotations, each with a close explanation of what it suggests about the character, mood or situation.
Subject terms used accurately inside the explanation, not just named.
A steady focus on exactly what the question asks about.
What each level looks like
Top level first.
Level
Marks
What an answer at this level does
Level 6
11-12
Detailed, subtle analysis of language and structure in every point, showing exactly how the writer shapes what the reader feels. Terms are exact and strengthen the argument.
Level 5
9-10
Analyses with insight, giving language and structure fairly even, detailed attention. Terms fit naturally into the explanations.
Level 4
7-8
Explains with understanding, and in some depth, what both the language and the structure do, though one may get more attention than the other. Terms help to develop the points.
Level 3
5-6
Explains some effects clearly and mentions both language and structure, though one of them is explained less fully. Some useful terms.
Level 2
3-4
Notices some features, but tends to say much more about either language or structure than the other, and often names features without explaining what they do. Uses some terms, not always relevant ones.
Level 1
1-2
Mostly describes or retells the lines, with little sense of how the writer creates effects and few or no subject terms.
What to avoid
Retelling what happens in the lines instead of analysing how they are written.
Naming a technique without explaining its effect.
Leaving structure out, or adding one sentence about it at the end.
Going outside the lines you are given.
Tip: Find three or four moments that show what the question asks about. For each, analyse a word choice, then say where that moment sits in the passage and why its placing matters.
Respond to a statement about both texts and decide how far you agree. The bullet points steer you to weigh up your impressions of the texts and their effect on you (evaluation, AO4, 12 marks) and to compare how the two writers present their ideas (comparison, AO3, 6 marks). To evaluate is to judge how well something works and give your reasons. Quote from both texts.
What earns marks
A clear answer to how far you agree, kept up through the whole answer. You can find the statement truer of one text than the other.
Your impressions of the characters, settings and events, and how they affect you as a reader, backed by quotations from both texts.
A comparison of how the two writers present their ideas, for example through viewpoint, description or dialogue. OCR accepts evaluation and comparison woven together all the way through.
Quotations chosen to prove a point and built into your sentences.
What each level looks like
Top level first.
AO3
Level
Marks
What an answer at this level does
Level 6
6
Moves between the two texts all the way through, exploring in detail what each writer thinks and how each one shows it.
Level 5
5
Keeps the comparison going through the whole answer, covering both ideas and methods.
Level 4
4
Develops the comparison of both what the writers think and how they show it.
Level 3
3
Sets the writers' ideas side by side clearly, and begins to compare their methods too.
Level 2
2
Spots the main ways the writers' ideas and viewpoints are alike or different.
Level 1
1
Notes one or two basic likenesses or differences between the writers' ideas.
AO4
Level
Marks
What an answer at this level does
Level 6
11-12
Judges the statement sharply and with balance from start to finish, explains fully how the texts work on the reader, and builds exactly the right quotations into the argument.
Level 5
9-10
Weighs up the statement with care and good understanding, explains clearly how the texts affect the reader, and picks quotations that make the case convincing.
Level 4
7-8
Develops its judgements on the statement, comments on the effect on the reader and chooses quotations well.
Level 3
5-6
Makes clear judgements on the statement, shows some sense of how the texts affect a reader, and backs them with suitable quotations.
Level 2
3-4
Gives simple judgements on the statement, notices a little of how the texts affect a reader, and uses some suitable quotations.
Level 1
1-2
Mostly says what happens in the texts, often by copying out lines or retelling them, with little real judgement of the statement.
What to avoid
Agreeing or disagreeing without saying how far, or without reasons.
Retelling the stories instead of judging them.
Writing about the two texts separately and never linking them, which earns very little of the comparison mark.
Quoting from only one of the texts.
Tip: Plan three or four points about the statement. In each paragraph, judge the point in both texts, compare the writers' methods and quote from each.
Section B: Writing imaginatively and creatively40 marks
One piece of creative writing, from a choice of two tasks linked to the theme of the reading texts.
Question 5 or 6 (answer one)
Creative writing
40 marksAO5 · 24AO6 · 16About 60 min
What it asks
Choose one task. In the papers checked, the two tasks were a story from a given title and a piece of personal writing about an experience, each with bullet points suggesting what to include, such as a clear viewpoint, the setting, or thoughts and feelings. The examiner marks content and organisation (AO5) out of 24 and technical accuracy (AO6) out of 16, then adds the two.
What earns marks
A clear, consistent viewpoint and voice that fit the task.
Vivid, precise description of setting, people and feelings, chosen to build a mood.
A deliberate shape: an opening that draws the reader in, a focus that develops, and an ending that feels intended.
Varied sentences and ambitious vocabulary used for effect.
Accurate spelling and punctuation, including the punctuation of speech if you use dialogue.
What each level looks like
Top level first.
AO5
Level
Marks
What an answer at this level does
Level 6
21-24
Shapes every part of the piece on purpose to work on the reader. Bold, well-judged choices of voice and style, and a structure fully under control and used for a range of effects.
Level 5
17-20
Writes with confidence, and the voice and style suit the task from start to finish. The piece is firmly shaped, and paragraphs and sentences are planned to do specific jobs for the reader.
Level 4
13-16
Handles the form clearly for the reader, with a voice and style that suit the task. A well-organised piece that sometimes uses its structure for effect.
Level 3
9-12
Stays with the task and keeps the reader in mind. The tone is right but slips at times. The piece has a clear shape overall, and paragraphs mostly work.
Level 2
5-8
Mostly keeps to the task, tries for a fitting tone, and shows some organisation through paragraphs and links.
Level 1
1-4
Makes some attempt at the kind of writing asked for, but does little to suit the tone to the reader, and there is little sense of a planned shape or paragraphs.
AO6
Level
Marks
What an answer at this level does
Level 4
13-16
Bold, varied sentences are built to give each idea its full force. Punctuation is accurate and chosen for effect as well as for clarity. Words are precise and finely chosen, and even difficult or unusual words are spelt correctly, with only the very occasional slip.
Level 3
9-12
Varies sentences widely and on purpose. Punctuation is accurate throughout and makes the meaning clear. Some ambitious words work well, and longer regular words are spelt correctly, with the odd slip on irregular or unusual ones.
Level 2
5-8
Uses different kinds of sentence, mostly correctly and now and then for effect. Punctuation is usually right, some words are clearly picked for effect, and there are a few spelling slips, including on harder words.
Level 1
1-4
Sentences are mostly simple, with some tries at longer ones. Punctuation is uneven, words are plain but relevant, and everyday words are largely spelt correctly.
What to avoid
Cramming in too many events: one clear situation, described closely, gives you more to work with than a crowded plot.
Losing the viewpoint, for example drifting between first and third person.
Ignoring the title or the bullet points of the task you chose.
Leaving no time to check: spelling, punctuation and sentences (AO6) are worth 16 of the 40 marks.
Tip: Plan the shape before you write: where the piece starts, the moment it builds to and how it ends. Then spend most of your words on a few moments described in close detail.
OCR's advice on the paper: about 1 hour on Section A and 1 hour on Section B.
Section A, as a suggestion: about 12 minutes reading both texts, then about 5 minutes on Question 1, 8 on Question 2, 15 on Question 3 and 20 on Question 4.
Section B, as a suggestion: 5 to 10 minutes planning, about 45 minutes writing and 5 minutes checking.
The minutes for each question are a suggestion worked out from the marks, not OCR's own figures.
Before you hand in
Each Section A answer uses the text and the lines the question names.
Questions 2 and 3 say something about structure as well as language.
Question 4 gives a clear verdict on the statement, quotes both texts and compares them.
Your creative piece keeps one viewpoint and follows the task you chose.
Spelling, punctuation and paragraphs checked, including speech marks and apostrophes.
About this guide
This guide explains the mark scheme in plain English, in our own words. It is not the board's mark scheme, and it is not a prediction of any mark. The questions, marks and levels were checked against OCR GCSE English Language J351/02 mark scheme, June 2024, checked with the J351 specification (Version 2.0, March 2026) and the J351/02 sample assessment materials on 24 October 2026.